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The document discusses the PT3 Speaking and Writing assessments in Malaysia. It provides details on the format, tasks, time allowed, marking, and focus of each paper. For Speaking, there are 3 tasks over 11 minutes involving an interview, individual storytelling, and group discussion. It is marked by 2 examiners who assess spoken production, grammar, vocabulary, and communicative competence. For Writing, there are 2 tasks over 1 hour involving a short message and note expansion. It is marked based on content, communication, organization, and language. The document also discusses the assessment scales used and potential rater issues to consider like leniency, halo, and bias effects.
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3. Written, oral, announced, drop, classroom, and home tests which are given and completed in various formats.
4. Closed-book and open-book tests which allow or disallow reference materials.
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Assessing productive skills
- 1. With reference to PT3 Assessing productive skills
- 2. What do we actually do? What is speaking?
- 4. PT3 Speaking
- 5. Paper 3: Speaking Candidates The Speaking test is taken by all Form 3 students. Paper Format Three sections, all aimed at the A2-B1 CEFR range, with an increase in level as the candidate progresses through the test. The test is taken as a paired test. Number of Tasks 3 Task types Interview, individual prompt-card story and discussion based on mind map input. Input Word limits in place for each test part. All input checked for compliance with stated CEFR levels. Instructions Instructions for the tasks are given by the interlocutor, some prompting may be present on materials presented to the test takers to scaffold responses appropriately. Time Allowed 11 minutes Marking The paper is examiner marked, in situ, by two trained examiners. There will be an interlocutor who manages the interaction and provides an overall score for spoken production and an assessor who provides scores for Grammar, Vocabulary and Communicative Competence. Weighting Candidates are assessed according to four criteria: Overall Spoken Production, Grammar, Vocabulary and Communicative Competence. Task focus Tasks cover a range of language-relevant foci. It should be assumed that the relevant CEFR descriptors for the A2-B1 levels will be referenced throughout the test material production process. The descriptors referred to are derived from the curriculum learning standards.
- 6. Let’s look at PT3 Speaking • Understanding the tasks • What is expected from the candidates?
- 7. Writing
- 8. So what skills and knowledge are involved in creating a written message (a text)?
- 9. cognitive linguistic socio- linguistic Cognitive processes • Macro-planning • Organisation • Micro-planning • Translation • Monitoring • Revising • Lexical and structural resources • Functional and pragmatic knowledge • Textual knowledge - coherence, cohesion • Adopting an appropriate register • Performing language functions in an appropriate way/ awareness of politeness conventions • Genre knowledge
- 10. PT3 Writing
- 11. Paper 2: Writing Candidates The Writing test is taken by all Form 3 students. Paper Format Two sections, both aimed at the A2-B1 CEFR range. Number of Tasks 2 Task types Short communicative message and notes expansion. Input Word limits in place for each test part. All input checked for compliance with stated CEFR levels. Instructions Instructions for the tasks are given on the question paper. Answer Format Candidates write their answers on the question paper. Time Allowed 1 hour Weighting Candidates are assessed according to four criteria: Content, Communicative Achievement, Organisation and Language. Marking The paper is examiner marked. Task focus Tasks cover a range of language-relevant foci. It should be assumed that the relevant CEFR descriptors for the A2-B1 levels will be referenced throughout the test material production process. The descriptors referred to are derived from the curriculum learning standards.
- 12. Let’s look at PT3 Writing • Understanding the tasks • What is expected from the candidates?
- 13. Productive skills in PT3 Assessment scales
- 14. Assessment scales • Types of rating scales – Holistic • General impression • 1 overall mark – Analytic • Broken down into components • Several marks - 1 for each assessment category
- 15. Let’s look at some Writing sample scripts.
- 16. Rater issues … ‘Leniency/severity’ effect • Raters’ relative likelihood of assigning higher and lower scores either compared to other raters or to a benchmark ‘Halo’ effect • Rater tendency to award similar ratings than justified on different criteria of an analytic rating scale ‘Extreme/central-tendency’ effect • Rater tendency to award scores in either the extremes or middle categories of a rating scale ‘Bias’ effect • Raters may show a pattern of harshness/leniency with regard to certain aspects of the rating process ‘Randomness’ effect • Idiosyncratic and unpredictable patterns of rater behaviour which cannot be explained in a systematic fashion